elearning Delaware Skills and Knowledge Professional Development Cluster Understanding the Delaware Recommended Curriculum: [Content Area] Cluster Overview What kind of curricula and learning principles will ensure students success in the 21st century workplace and post-secondary education? In this cluster, participants will explore key practices and priorities for Delaware educators. In course one; participants will unpack the goals and implications of the Delaware Recommended Curriculum while reviewing the principles of backward design. In course two, participants will divide into content-specific courses to focus on the standards and essential concepts from Social Studies, Math, Science, or ELA. Participants will identify and select quality resources and strategies to enhance an existing unit. In the final course of the cluster, participants will focus on putting all the pieces together by enhancing an existing unit taking into account both the DRC and content-specific standards/practices. The culmination of the cluster will come when teachers implement their enhanced units with students in the classroom. Unpacking the Delaware Recommended Curriculum This course is designed to assist teachers in applying the principles of backward design in order to modify their current units of study. Participants will review the Delaware Recommended Curriculum, become familiar with the backward design framework, and begin to enhance a unit with the Delaware Recommended Curriculum Unit Template. The Delaware Recommended Curriculum Unit Template will be used throughout all three courses, and participants should establish from the outset which existing unit they plan to modify over the course of this cluster. Aligning [ELA/Math/Science/Social Studies] Content Standards This course is designed to help teachers understand, create, and deliver aligned curriculum, instruction, and assessment, using the Delaware State [ELA/Math/Science/Social Studies] Standards. During the course, participants will learn how to use the [ELA/Math/Science/Social Studies] Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations to create standards-aligned curriculum, instruction, and assessment. Enhancing an Aligned Unit This course is designed to assist teachers in applying the principles of Understanding by Design to the content of the Delaware Recommended Curriculum. The content of this course seeks to familiarize participants with important research findings on the learning process and with strategies to be implemented to overcome individual barriers and promote success for every student. Recent findings also mandate a change in lesson content and goals in order to equip students with 21st century skills. Deep learning of key concepts, rather than memorization of a wide range of facts, together with practice in critical thinking and group problem-solving, enables students to transfer learning and apply it in new situations. Assessment tools must be redesigned to test for the application of critical thinking skills in the pursuit of deep knowledge. In addition to theoretical knowledge, participants will also become familiar with a range of tools designed to help them implement these ideas in the classroom. The above courses have been designed and developed by elearning Delaware (http://www.dcet.k12.de.us/elearning) with a team of trained Course Developers, in conjunction with content area Education Associates from the Delaware Department of Education s Curriculum and Development Work Group. They are designed using the Blackboard course authoring system to be facilitated by trained online facilitators from elearning Delaware. Each course takes place entirely online over a seven-week period (one week orientation followed by 6 weeks of content). Each content session contains online readings, multimedia resources, interactive activities, and focused asynchronous discussions. All course content is provided online. There are four clusters in the elearning Delaware Understanding the Delaware Recommended Curriculum series. Educators are only permitted to take one of the four for cluster credit. - 1 -
Unpacking the Delaware Recommended Curriculum Course Syllabus Catalog Description Unpacking the Delaware Recommended Curriculum is designed to assist teachers in applying the principles of backward design in order to modify their current units of study. In this course, participants will review the Delaware Recommended Curriculum, become familiar with the backward design framework, and begin to format their final cluster project - a Delaware Recommended Curriculum unit. The Delaware Recommended Curriculum Unit Template will be used throughout all three courses, and participants should establish from the outset which existing unit they plan to modify over the course of this cluster. Prerequisites This is an introductory course for teachers, technology specialists, curriculum specialists, or professional development specialists. Participants are expected to have regular access to computers, and proficiency with email and current Web browsers. Goals This course will introduce the participants to the Delaware Recommended Curriculum, enable participants to identify an existing unit they plan to enhance, and begin to format their final cluster project. Assessment and Course Requirements This course, after a one-week orientation period, is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each weekly session is estimated to be four to five hours. Participants can expect to be engaged in course activities for approximately 30 hours during the course. Course Products As a final product, participants will begin to format their final cluster project using the Delaware Recommended Curriculum Unit Template applying the principles of backward design in order to modify their current units of study. In this course, participants will review the Delaware Recommended Curriculum. The Delaware Recommended Curriculum Unit Template will be used throughout all three courses, and participants should establish from the outset which existing unit they plan to enhance over the course of this cluster. Discussion Participation Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone. Session Overviews Session One: The Delaware Recommended Curriculum This session will provide an overview of the Delaware Recommended Curriculum. The goal of the Delaware Recommended Curriculum is to prepare all students for effective participation in 21st century society, the workplace, and post-secondary education. This curriculum focuses on helping students to use knowledge and skills effectively and with understanding. Session Two: Backward Design Backward design is a process of identifying a standard or standards that will be taught, then deciding what the students will need to know, understand, and do by the end of the unit or lesson. The instructor will identify the enduring understandings that will direct the essential questions and the assessment. Instruction is driven by this process. - 2 -
Session Three: Big Ideas This session clarifies what is referred to in Understanding by Design by Wiggins and McTighe as big ideas. According to the authors, content standards need to be unpacked to identify the big ideas and core tasks. The big ideas connect the dots for the learner by establishing learning priorities; big ideas have lasting value. They can transfer to other inquiries like different academic disciplines. Session Four: Enduring Understandings and Essential Questions This session focuses on another part of backward design by exploring Enduring Understandings and Essential Questions. The teacher uses these concepts to guide student understanding. They are critical pieces of the model. Session Five: Performance/Transfer Tasks This session focuses on assessment using performance/transfer tasks. Quality assessment is designed to allow students to transfer understandings. Teachers will be exposed to the cognitive framework that allows them to quickly know whether they are assessing for transfer. Session Six: Assessment In this session we will learn how to assess for understanding in order to determine if our unit is designed so our students can answer the essential questions and can demonstrate that they have mastered the big ideas. We will review our selected units to assure that they are designed to support students in identifying and thinking about the essential questions and can demonstrate their mastery of the big ideas. Final Project For the final project, using the Delaware Recommended Curriculum Unit Template, participants will create a first draft of their unit of instruction by applying the principles of backward design. - 3 -
Aligning ELA Content Standards Course Syllabus Catalog Description This course is designed to help ELA teachers understand, create, and deliver aligned curriculum, instruction, and assessment, using the Delaware State ELA Standards. During the course, you will learn how to use the ELA Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations to create standards-aligned curriculum, instruction, and assessment. Prerequisites This is a course for teachers, technology specialists, curriculum specialists, or professional development specialists. Participants are expected to have regular access to computers, and proficiency with email and current Web browsers. Due to the content-specific nature of this course, participants are expected to have the necessary ELA content knowledge to participate effectively. Goals This course will enable participants to enhance their unit of instruction using the Delaware Recommended Curriculum Unit Template. Assessment and Course Requirements This course, after a one-week orientation period, is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each weekly session is estimated to be four to five hours. Participants can expect to be engaged in course activities for approximately 30 hours during the course. Course Products As a final product, using the Delaware Recommended Curriculum Unit Template, participants will enhance a unit using the Delaware State ELA Standards, the ELA Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations to create standards-aligned curriculum, instruction, and assessment. Discussion Participation Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone. Session Overviews Session One: Overview This week you will begin to explore the details of the Delaware Recommended Curriculum for ELA. In particular, you will explore the ELA Clarifications document and considers its implications for effective instruction in ELA classrooms. Session Two: ELA Standard 1 In this session you will examine ELA Standard 1 and learn how to use it to help your students to communicate effectively in writing and speaking for a variety of audiences. Session Three: ELA Standard 2 During this session you will explore and plan ways to help students construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing by using Delaware ELA Standard 2. Session Four: ELA Standard 3 Throughout this session, you will explore ways to help students access, organize and evaluate information gained through listening, reading and viewing by using Delaware ELA Standard 3. - 4 -
Session Five: ELA Standard 4 Through this session we will discover ways to help students use literary knowledge accessed through print and visual media to connect to society and culture by using Delaware ELA Standard 4. Session Six: Integrated Language Arts In this final session we will explore the integration of technology and cross-curricular content into the ELA curriculum. You will also complete your TrackStar collection of useful sites and share it with everyone. Final Project The final project consists of two parts: (1) an online annotated hotlist of resources and (2) the Delaware Recommended Curriculum Unit Template from the initial course will be expanded upon as the participant enhances a unit using the ELA Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations and creates standards-aligned curriculum, instruction, and assessment. - 5 -
Aligning Mathematics Content Standards Course Syllabus Catalog Description This course is designed to help Mathematics teachers understand, create, and deliver aligned curriculum, instruction, and assessment, using the Delaware State Mathematics Standards. During the course, you will learn how to use the Mathematics Standards Clarification Document, Performance Level Descriptors, and Grade Level Expectations to create standards-aligned curriculum, instruction, and assessment. Prerequisites This is a course for teachers, technology specialists, curriculum specialists, or professional development specialists. Participants are expected to have regular access to computers, and proficiency with email and current Web browsers. Due to the content-specific nature of this course, participants are expected to have the necessary Mathematics content knowledge to participate effectively. Goals This course will enable participants to enhance their unit of instruction using the Delaware Recommended Curriculum Unit Template. Assessment and Course Requirements This course, after a one-week orientation period, is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each weekly session is estimated to be four to five hours. Participants can expect to be engaged in course activities for approximately 30 hours during the course. Course Products As a final product, using the Delaware Recommended Curriculum Unit Template, participants will enhance a unit using the Delaware State Mathematics Standards, the Mathematics Standards Clarification Document, Performance Level Descriptors, and Grade Level Expectations to create standards-aligned curriculum, instruction, and assessment.. Discussion Participation Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone. Session Overviews Session One: What are the components of effective mathematics instruction? During the first session we will explore several research-based resources that list effective math instructional strategies. These will be used throughout the course as building blocks for the development of units and lessons following the Delaware Recommended Curriculum (DRC) model. Session Two: What is the role of the Mathematics Process Standards? In Session Two we will review the Process Standards in Mathematics, including the related Essential Questions, Enduring Understandings and the further explanations found in the Clarifications document. We will reflect on the importance of the interrelationships between the Process and Content Standards and explore their place in effective mathematics instruction. Session Three: How Is mathematics instruction aligned with the Standards and GLE's? This session focuses on a review of the Delaware Mathematics Standards and the related Grade Level Expectations (GLE's). As you complete the activities you will see how sample math lessons and units build on the standards and help students meet grade level mathematics goals. - 6 -
Session Four: How can we meet diverse student needs? In Session Four we will consider current best-practices research and finding ways to: focus on the "big ideas," select appropriate strategies, decide what to teach and when to teach it (prioritizing goals and objectives), and determine how to differentiate lessons for both struggling students and those who need additional challenge. Session Five: What resources and classroom tools will enhance math instruction? In this session we will explore some of the ways that multimedia, online interactives, manipulatives and other math materials can be used to help students reason and solve problems, communicate mathematically, make real-world connection to math ideas, and practice mathematical processes. Session Six: How can we assess student progress? As we reach our final session we will review the various purposes for assessments and consider how to effectively measure what students know and are able to do. As a final project, you will develop a way to assess student understanding of a lesson concept by applying the knowledge and skills to a real-world situation. Final Project The final project is the Delaware Recommended Curriculum Unit Template from the initial course that has been expanded upon as the participant enhances a unit using the Mathematics Standards Clarification Document, Performance Level Descriptors, and Grade Level Expectations and creates standards-aligned curriculum, instruction, and assessment. - 7 -
Aligning Science Content Standards Course Syllabus Catalog Description This course is designed to help Science teachers understand, create, and deliver aligned curriculum, instruction, and assessment, using the Delaware State Science Standards. During the course, you will learn how to use the Science Standards Clarification Document, Grade Cluster Standards Statements, and Grade Level Expectations to create standards-aligned curriculum, instruction, and assessment. Prerequisites This is a course for teachers, technology specialists, curriculum specialists, or professional development specialists who have access to implementation of the unit in a science classroom. Participants are expected to have regular access to computers, and proficiency with email and current Web browsers. Due to the content-specific nature of this course, participants are expected to have the necessary Science content knowledge to participate effectively. Goals This course will enable participants to enhance their unit of instruction using the Delaware Recommended Curriculum Unit Template. Assessment and Course Requirements This course, after a one-week orientation period, is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each weekly session is estimated to be four to five hours. Participants can expect to be engaged in course activities for approximately 30 hours during the course. Course Products As a final product, using the Delaware Recommended Curriculum Unit Template, participants will enhance a unit using the Delaware State Science Standards, the Science Standards Clarification Document, Grade Cluster Standards Statements and Grade Level Expectations to create standards-aligned curriculum, instruction, and assessment.. Discussion Participation Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone. Session Overviews Session One: Using Backward Design to Plan Curriculum The backward design approach to curriculum development begins with the end in mind. Session One looks at the advantages of the backwards design method over more traditional approaches to planning curriculum, assessment and lessons. Session Two: Concept Mapping in Science Session Two concentrates on developing understanding of the flow of concepts from grade cluster to grade cluster, and how this flow of concepts can be used to plan effective lessons. In this session you will consider questions including: Why is it important to know the vertical and horizontal articulation of concepts? How can this information be used in lesson planning? Session Three: Big Ideas in Science In Session Three, we will see that the study of science reveals a number of significant themes that run throughout the discipline. Such themes tie together the sciences and reach beyond into all areas of instruction. We will discuss how Big Ideas are ways for students to organize information. When unit planning, big ideas guide instruction and learning. The big ideas are a method of unifying concepts and processes that transcend the boundaries of individual - 8 -
concepts, facts, and skills. Using inquiry as the foundation for the development of the big ideas leads to students understandings and abilities grounded in conceptual experiences. Participants will consider the question: What are the big ideas in science? Session Four: Enduring Understandings and Essential Questions in Science Session Four will focus on the Enduring Understandings (EU) and Essential Questions (EQ) for each strand found within the Science Content Standards. The Enduring Understandings span the strands and reflect the conceptual understanding of the strand that students are to developmentally achieve. The Essential Question for each standard reflect questions that can be developmentally phrased and answered differently at different grade levels as students progress towards understanding. How can the Enduring Understandings and Essential Questions help you as you plan for teaching a particular science unit? What activities do you currently use in your classroom to help your students to progress towards understanding? Session Five: Science Knowledge and Skills Session Five will focus on Science Knowledge and Skills and what understandings are needed to accomplish the goals of a unit or lesson. Stage One of backward design is completed when the knowledge and skills that students need to achieve the goals have been identified. Session Six: Assessment in the Science Classroom Session Six will focus on assessment. Stage Two of backward design focuses upon assessment. In this stage, evidence is collected to determine whether the desired results identified in Stage One have been achieved. Assessment evidence includes inquiry-based diagnostic tasks and questions used as evidence of student level of understanding, accompanied by the diagnostic rubrics enabling teacher reflection on lesson implementation and student understanding. In addition, this area includes other evidence, such as tests, quizzes, work samples, observations, and student self-assessment and reflection. Final Project The final project is the Delaware Recommended Curriculum Unit Template from the initial course that has been expanded upon as the participant enhances a unit using the Science Standards Clarification Document, Grade Cluster Standards Statements, and Grade Level Expectations and creates standards-aligned curriculum, instruction, and assessment. - 9 -
Aligning Social Studies Content Standards Course Syllabus Catalog Description This course is designed to help Social Studies teachers understand, create, and deliver aligned curriculum, instruction, and assessment, using the Delaware State Social Studies Standards. During the course, you will learn how to use the Social Studies Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations to create standards-aligned curriculum, instruction, and assessment. Finally, you will produce an online annotated hotlist of resources for use in developing instruction. Prerequisites This is a course for teachers, technology specialists, curriculum specialists, or professional development specialists. Participants are expected to have regular access to computers, and proficiency with email and current Web browsers. Due to the content-specific nature of this course, participants are expected to have the necessary Social Studies content knowledge to participate effectively. Goals This course will enable participants to enhance their unit of instruction using the Delaware Recommended Curriculum Unit Template and develop an online annotated hotlist of resources. Assessment and Course Requirements This course, after a one-week orientation period, is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each weekly session is estimated to be four to five hours. Participants can expect to be engaged in course activities for approximately 30 hours during the course. Course Products As a final product, using the Delaware Recommended Curriculum Unit Template, participants will enhance a unit using the Delaware State Social Studies Standards, the Social Studies Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations to create standards-aligned curriculum, instruction, and assessment, including an online annotated hotlist of resources. Discussion Participation Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone. Session Overviews Session One: Opening the Social Studies Toolbox This session requires participants to explore the tools used to align social studies curriculum and assessment. Participants will begin to understand how and why the Social Studies Clarification Document, Performance Level Descriptors, and Grade-Level Expectations can assist in unit design. In addition, participants will be introduced to searching the Internet for quality online resources. Session Two: The Delaware History Standards This session focuses on the content and cognitive demand of the Delaware History Standards. Participants will investigate the essential questions and enduring understandings of the history standards through use of the clarifications document, evaluate current practices, and then research aligned on-line Internet resources. Session Three: The Delaware Civics Standards This session focuses on the content and cognitive demand of the Delaware Civics Standards. Participants will investigate the essential questions and enduring understandings of the civics standards through use of the clarifications document, evaluate current practices, and then research aligned on-line Internet resources. - 10 -
Session Four: The Delaware Economics Standards This session focuses on the content and cognitive demand of the Delaware Economics Standards. Participants will investigate the essential questions and enduring understandings of the economics standards through use of the clarifications document, evaluate current practices, and then research aligned on-line Internet resources. Session Five: The Delaware Geography Standards This session focuses on the content and cognitive demand of the Delaware Geography Standards. Participants will investigate the essential questions and enduring understandings of the geography standards through use of the clarifications document, evaluate current practices, and then research aligned on-line Internet resources. Session Six: Using the Social Studies Alignment Tools This session requires participants to analyze the alignment of formative and summative assessment using the intended benchmarks and the Performance Level Descriptors. In addition, the on-line resources compiled during weeks two through five will be inputted into a digital annotated TrackStar hotlist. Final Project The final project consists of two parts: (1) an online annotated hotlist of resources and (2) the Delaware Recommended Curriculum Unit Template from the initial course will be expanded upon as the participant enhances a unit using the Social Studies Standards Clarification Document, Performance Level Descriptors, and Grade-Level Expectations and creates standards-aligned curriculum, instruction, and assessment. - 11 -
Enhancing an Aligned Unit Course Syllabus Catalog Description This course is designed to assist teachers in applying the principles of Understanding by Design to the content of the Delaware Recommended Curriculum. The content of this course seeks to familiarize participants with important research findings on the learning process and with strategies to be implemented to overcome individual barriers and promote success for every student. Recent findings also mandate a change in lesson content and goals in order to equip students with 21st century skills. Deep learning of key concepts, rather than memorization of a wide range of facts, together with practice in critical thinking and group problem-solving, enables students to transfer learning and apply it in new situations. Assessment tools must be redesigned to test for the application of critical thinking skills in the pursuit of deep knowledge. In addition to theoretical knowledge, participants will also become familiar with a range of tools designed to help them implement these ideas in the classroom. Prerequisites This is a course for teachers, technology specialists, curriculum specialists, or professional development specialists. Participants are expected to have regular access to computers, and proficiency with email and current Web browsers. Goals This course will enable participants to finalize the enhancement of the existing unit. Assessment and Course Requirements This course, after a one-week orientation period, is divided into six one-week sessions, each of which includes readings, an activity, and an online discussion among course participants. The time for completing each weekly session is estimated to be four to five hours. Participants can expect to be engaged in course activities for approximately 30 hours during the course. Course Products As a final project, participants will finalize the Delaware Recommended Curriculum Unit Template taking into account both the DRC general and content-specific standards/practices. Discussion Participation Students will be evaluated on the frequency and quality of their discussion board participation. Students are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other students will be evaluated on relevance, degree to which they extend the discussion, and tone. Session Overviews Session One: How Students Learn Understanding how students learn is fundamental to curriculum design. Students may have difficulty learning because the classroom environment does not complement their needs. In this session, we will explore techniques for identifying strengths and needs and for modifying teaching strategies in order to promote success for all students. Session Two: Depth of Knowledge The Delaware Standards require students to master critical analysis, problem-solving, and application. Thus assessment must require critical analysis, problem-solving, and application. Through related reading, an activity, and a thought-provoking discussion topic, this session will explore both the process of knowledge transfer, from the learning event to individual cognition, and the Four Levels of questioning that can be developed within your curriculum to assess the depth of the knowledge transferred. Session Three: Unit Analysis Aligning curriculum, instruction and assessment is the heart of any instructional goal. Is every aspect of the unit, from anchoring activity to final product, aligned with standards? In this session, we will be analyzing units and unit - 12 -
assessments. We will be evaluating the cognitive levels and the objectives to see if our units and assessments provide each student the opportunity to demonstrate standards. Session Four: Analyzing Student Work & Providing Feedback This session continues to enhance and refine an aligned unit in building upon the previous session's assessment process, refining goals and purpose through the analysis of student work. It is essential to the success of any unit that teachers think about and plan for the kind of ongoing feedback and assessment practices that they will employ. The readings for Session Four will help us think about analyzing student work as a way to understand instructional implications and the teacher s role in providing feedback to students. In the discussion, we will talk about the value of using feedback in the teaching-learning process to enable students to rise to the level of the standards. Session Five: Bringing Classrooms into the 21st Century In December 2006, the New Commission on the Skills of the American Workforce released a report on the changes that must take place in educational methods and content, in order to enable our young people to compete in the global economy. Can the individual teacher begin to address these goals? What learning activities can we incorporate into our units to meet these needs? Session Six: Professional Development and Peer Review Professional development requires time for research and reflection, input from content-area experts, the creation of learning communities, and the opportunity to test ideas in the classroom. In this session, we will examine the peer review process and its importance to developing units of instruction, as well as the importance of teachers keeping up with best practices and current research. Final Project The final project is the completed enhancement of a unit utilizing the Delaware Recommended Curriculum Unit Template. - 13 -
Delaware Recommended Curriculum Unit Template Preface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive; rather it is meant to be a springboard for a teacher s thoughts and creativity. The information we have included represents one possibility for developing a unit based on the Delaware content standards and the Backward Design framework and philosophy. Unit Title: Subject/Topic Area: Grade Level(s): Searchable Key Words: Designed By: District: Time Frame: Reviewed by: Date: Brief Summary of Unit (This should include a brief unit summary including a description of unit goals, rationale for the approach taken, and where it appears in the course of study.) - 14 -
Stage 1: Desired Results (Determine What Students Will Know, Do and Understand) Delaware Content Standards (This should include a list of the DE Content Standards for which instruction is provided in this unit and which are ultimately assessed in the unit.) Big Idea (This should include transferable core concepts, principles, theories, and processes that should serve as the focal point of curricula, instruction, and assessment. Ex: Manifest Destiny, fighting for peace.) Unit Enduring Understandings (This should include important ideas or core processes that are central to the unit and transferable to new situations beyond the classroom. Stated as full-sentence statements, the understandings specify what we want students to understand about the Big Ideas Ex: Inverse operations are helpful in understanding and solving problems.) Students will understand that Unit Essential Question(s) (This should include open-ended questions designed to guide student inquiry and focus instruction for uncovering the important ideas of the content. Ex: What is healthful eating? What is the relationship between fiction and truth?) Knowledge & Skills (This should include key knowledge and skills that students will acquire as a result of this unit. Ex: Factors affecting climate, The causes of World War II.) It should also include what students will eventually be able to do as a result of such knowledge and skill Ex: take notes, complete a bent-arm pull, compare fiction to nonfiction.) Students will know. Students will be able to - 15 -
Stage 2: Assessment Evidence (Design Assessments To Guide Instruction) (This should include evidence that will be collected to determine whether or not the Desired Results identified in Stage One have been achieved? [Anchor the unit in performance tasks that require transfer, supplemented as needed by other evidence quizzes, worksheets, observations, etc.] Suggested Performance Task(s) (This should include suggested authentic tasks and projects used as evidence of student competency in the skills and knowledge deemed important in the unit. Ex: a written composition, speeches, works of art, musical performances, open-ended math problems.) Consider the following set of stem statements as you construct a scenario for a performance task: G Goal Ex: Reflect character s motivation and predict his actions R Role Ex: A character in Of Mice and Men A Audience Ex: A family member or close friend S Situation Ex: Creating a scrapbook chronicling a character s life, real and inferred P Product, Performance, and Purpose Ex: Scrapbook S Standards and Criteria for Success Ex: Your scrapbook should include all components on included rubric Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait rubrics used as a scoring guide to evaluate student products or performances.) Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.) Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.) - 16 -
Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments) Key learning events needed to achieve unit goals (This should include instructional activities and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2). The acronym WHERETO summarizes key elements to consider when designing an effective and engaging learning plan for ALL students. W Help the students know Where the unit is going and What is expected? Help the teachers know Where the students are coming from (prior knowledge, interests) H Hook ALL students and Hold their interest? E Equip students, help them Experience the key ideas and Explore the issues? R Provide opportunities to Rethink and Revise their understandings and work? E Allow ALL students to Evaluate their work and its implications? T Be Tailored (personalized) to the different needs, interests, and abilities of ALL learners? O Be Organized to maximize initial and sustained engagement as well as effective learning? Did you consider the following unit design principles? IP International education perspective IL Information Literacy WR Workplace readiness/21 st century skills FA Formative assessment, used to check for understanding DI- Differentiated Instruction UDL Universal Design for Learning TL Technology Literacy Resources & Teaching Tips (Consider the two questions below when completing this section.) o What text/print/media/kit/web resources best support this unit? o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues? Differentiation (This should include a list or description of ways that you will differentiate instruction according to students' needs. This can include any curricular adaptations/accommodations that are needed to meet the needs of ALL students, including students with disabilities. Ex: using reading materials at varying readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.) - 17 -
Technology Integration Content Connections - 18 -